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Pieces of the Whole  State Standards – What we want students to know, be able to do and understand.  Effective Teaching Components – What teachers need to know, be able to do and understand  Summative Evaluation Document - required state format for evaluation  So what’s missing???

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What are the questions we need to answer?  What are most effective teacher performances & how are they related to improvements in student achievement?  How can I establish most effective teaching/learning strategies in my school?  What are the key elements of an effective performance evaluation system and how does this influence teaching/learning/student growth and achievement? (CEIC)  How can Leadership Teams facilitate effective teaching & learning?

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What will we know and be able to do at the end of this session?  Show examples and illustrations of performance indicators for each of the eight components of SI (Sheltered Instruction)  Use key elements of informal and formal systems of observation and evaluation  Practice using a standards/component-based system (CEIC)  Guidance in steps for creating a Professional Learning Community/Leadership Team

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Planning Backward  Before a principal uses the CEIC, the formal evaluation framework, he or she needs to establish a basic understanding of a teacher’s strengths in relation to the effective teaching strategies using informal observation strategies.

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Setting the Stage: Establishing a baseline knowledge of effective teaching practices at my school  Informal walkthroughs  Drop-in form for informal observation  5 X 5s  Examining classroom artifacts and evidence  Data dialogues  Begin collecting a folder for each teacher that you will be evaluating

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 What are some of the things you already know about informal evaluations?

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Connecting Practice to Components  Use the list of Teacher Behaviors and decide which of the Sheltered Instruction Components each might address.  Write the Component/s next to the behavior.  Discuss with others at your table.

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CEIC- Cite with Evidence, Interpretation and Claim: The Building Blocks of Effective Classroom Evaluation

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CEIC  CITE – a quote referring to very specific observed behaviors, patterns of behaviors, and skills of both teacher and students.  EVIDENCE – literal description of something said or done that directly supports what has been cited.

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CEIC  Interpretation-a statement of what the teacher behavior accomplished or intended to accomplish, its significance in the lesson, and its impact on students, the results as you see them.  Claim – a statement that lets the reader know what the observer thought about the behavior in relation to a teacher performance/standard/competency/ component

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Sample Cite with Evidence Statements  Cite with Evidence: (Scripted) “Would those of you who worked on this problem with your partner and arrived at the correct answer, please signal with a thumbs up; thumbs down for those who didn’t get it right; thumbs in the middle if you’re still working.”

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Sample Interpretation and Claim Statements.  Interpretation: “At this critical point in the lesson Ms. S. had a key measure of student understanding to guide her instruction.”  Claim: “When teaching a complex and challenging concept, regularly checking for understanding helps Ms. S to know how many students need re-teaching and how many are ready to move on.”

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Less positive statements  Cite with Evidence: (Scripted) Ms. S lectured for 15 minutes and immediately assigned students to do problems related to her lecture. ‘Class, turn to page 54 and answer questions 1-8.’ She then writes this on the board.”

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And less positive interpretation and claim statements  “Since Ms. S did not check for under- standing, it is possible that not all of the students will be able to do the assignment and she has no way of knowing that.”  “Ms. S needs to develop the skills that will give her feedback that can enhance her knowledge of the students’ understanding.”

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Purpose for this activity… Learning together to:  Distinguish between each feature of CEIC  Develop skills in writing evaluations based on classroom observation which supports improvement of teacher quality and ultimately impacts student achievement.